Ask students to visually identify angles in art, to practice naming angles using three letters, and to measure them with accuracy.
Key terms:
Cubism, angle, acute, obtuse, right, edge
Prerequisite knowledge:
Students should already know what angles are, be familiar with the three types of angles commonly referred to in math (acute, right, obtuse), and have some experience with the protractor. It is OK if the instruction of the protractor use is alongside the project.
A brief description of the "hook" or activity:
Give the students a brief intro on cubism as an art form, and then ask them to research the web to find / print out a colored copy of a cubist painting that has a lot of different angles. They will then overlay this with a transparency, trace the angles, color them, and name them with points. On a separate sheet, they will identify as many angles as they can, write down the measurement of each one, and classify it based on the angle measurement.
Links to worksheets, interactive widgets, etc (please be as complete as possible here):
Notes on using this lesson / suggested assessment / etc:
As a truly inter-disciplinary project, they can also be encouraged to create their own cubist artwork, incorporating various types of angles!
Art and Angles (Cross-curricular) Project
Specific topic:
Ask students to visually identify angles in art, to practice naming angles using three letters, and to measure them with accuracy.Key terms:
Cubism, angle, acute, obtuse, right, edgePrerequisite knowledge:
Students should already know what angles are, be familiar with the three types of angles commonly referred to in math (acute, right, obtuse), and have some experience with the protractor. It is OK if the instruction of the protractor use is alongside the project.A brief description of the "hook" or activity:
Give the students a brief intro on cubism as an art form, and then ask them to research the web to find / print out a colored copy of a cubist painting that has a lot of different angles. They will then overlay this with a transparency, trace the angles, color them, and name them with points. On a separate sheet, they will identify as many angles as they can, write down the measurement of each one, and classify it based on the angle measurement.Links to worksheets, interactive widgets, etc (please be as complete as possible here):
Notes on using this lesson / suggested assessment / etc:
As a truly inter-disciplinary project, they can also be encouraged to create their own cubist artwork, incorporating various types of angles!Credit sources, if any: